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Lesson 5 - Tactical Attack & Defence

Tag Skills to Team Tactics

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Year 8

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Tag Rugby

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Big Question

How can tactical planning and adaptability transform your team's performance in competitive gameplay?

Learning Objectives

To apply tactical principles within gameplay situations
To understand and implement basic principles of attack and defence
To plan, execute and evaluate strategy during competitive game situations

Key Outcomes

Students will demonstrate effective use of attacking and defensive tactics in small-sided games
Students will communicate tactical decisions clearly with teammates
Students will evaluate and adapt their tactical approach based on game situations

Equipment & Resources Required

Rugby Balls

8-10 (1 per group plus spares)

Check inflation pressure, distribute to designated group areas at start

Alternative: Size 4 balls for smaller students, foam balls for less confident handlers

Cones

40-50 for pitch markings and drill areas

Pre-set playing areas before lesson: 2-3 small-sided pitches (15m x 20m each)

Alternative: Flat markers, bibs to mark corners

Tag Belts

1 per student (30)

Check velcro is functional, organise by colour for team allocation

Alternative: Bibs tucked into waistbands if insufficient belts

Key Vocabulary

Tactics

Specific plans or methods designed to achieve an objective during gameplay

Strategy

An overall game plan that guides all tactical decisions throughout the match

Overload

Creating a situation where attackers outnumber defenders in a particular area

Drawing Defenders

Running at defenders to attract their attention before passing to a teammate in space

Switching Play

Quickly moving the ball from one side of the playing area to the other to exploit space

Defensive Line

A straight line of defenders moving forward together to reduce space for attackers

Marking

Staying close to a specific opponent to restrict their attacking options

Covering

Positioning yourself to support a teammate who is marking, providing backup defence

Being Direct

Running straight and purposefully towards the try line when space is available

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic tag rugby rules and gameplay understanding
Fundamental passing and catching techniques
Basic movement patterns including side-stepping and evasion
Understanding of space and positioning
Experience playing small-sided tag rugby games

Current Skills

Tactical planning and preparation before gameplay
Applying attacking principles: finding space, changing speed, drawing defenders
Applying defensive principles: marking, covering, maintaining defensive lines
Adapting tactics in response to game situations
Communicating tactical information effectively

Next Steps

Advanced tactical concepts including set plays and structured attacks
Tournament preparation with comprehensive game plans
Analysing video footage to improve tactical awareness
Developing specialist positions and roles within the team
Creating and implementing complex attacking structures

Milestone Indicators

Students can verbally explain their tactical approach before implementing it

Teams demonstrate visible tactical organisation during gameplay

Students recognise and adapt to changing game situations without teacher prompting

Communication increases significantly during tactical gameplay

Students can identify specific tactical successes and areas for improvement

Key Teaching Points

Tactics are about smart thinking not just physical ability - everyone can be tactical regardless of fitness or skill level
Effective tactics require clear planning, communication, and team cooperation - not just individual brilliance
Attacking principles focus on creating and exploiting space using intelligent movement and decision-making
Defensive principles rely on organisation, communication and working as a cohesive unit not individual defending
Drawing defenders is selfless team play - creating opportunities for others by sacrificing personal scoring chances
Tactical adaptation during games is as important as pre-game planning - be flexible and responsive to what's working
Communication is essential tactical tool - teams that talk clearly and constantly perform better tactically
The best tactics are simple, specific and achievable - overly complex plans break down under game pressure

Common Misconceptions

MISCONCEPTION: 'Tactics are only for experts/older players/professionals.' CORRECTION: Everyone can think tactically! Tactics make less skilled teams beat more skilled teams. Year 8 can absolutely plan and implement effective tactics.
MISCONCEPTION: 'Being tactical means playing slowly and carefully.' CORRECTION: Good tactics often involve fast, dynamic play! Being direct when space opens up is tactical. Speed and smart thinking work together.
MISCONCEPTION: 'The best tactic is always trying to score yourself.' CORRECTION: Sometimes the best tactic is creating scoring opportunities for teammates through drawing defenders and passing. Selfless play wins games.
MISCONCEPTION: 'If a tactic doesn't work immediately, it's a bad tactic.' CORRECTION: Good tactics sometimes take time to work or need adaptation. Persistence and adjustment are part of tactical thinking.
MISCONCEPTION: 'Defence is just about running at attackers and tagging them.' CORRECTION: Defence is highly tactical! Organisation, communication, positioning, and working together are more important than individual speed.
MISCONCEPTION: 'Communication means shouting loudly.' CORRECTION: Effective tactical communication is clear, specific and purposeful: 'I've got red bib!' not just 'Come on!' Quality over volume.
MISCONCEPTION: 'Tactics are the same every game regardless of opposition.' CORRECTION: Effective tactical thinking adapts to the specific strengths and weaknesses of each opponent. Flexibility is crucial.
MISCONCEPTION: 'Physical skills are more important than tactical thinking in tag rugby.' CORRECTION: Tactical intelligence often beats superior physical skill. Smart teams outthink fast teams. Both matter, but tactics can be the differentiator.

SEN Adaptations

ADHD

Keep activities fast-paced with short segments maintaining engagement. Provide clear, simple instructions one step at a time - avoid long multi-step instructions. Use physical activity itself as focus tool - channel energy into gameplay. Give specific roles and responsibilities: 'You are tactical captain this game.' Provide frequent positive feedback when focused and on-task. Use tactical timeout as refocus opportunity when needed. Allow movement during discussions - don't require still seating. Provide fidget tools during planning sessions if helpful. Create small, structured playing areas reducing distractions. Use visual reminders for key tactical points.

dyspraxia

Simplify movement sequences in warm-up - reduce complexity of coordination demands. Allow extra practice time for movement patterns before game application. Use larger, lighter balls easier to control. Reduce spatial complexity - smaller playing areas, fewer defenders initially. Provide step-by-step coaching for techniques: 'Step 1: Look for space. Step 2: Move into space. Step 3: Call for ball.' Pair with patient, supportive teammate. Focus on tactical thinking strengths rather than just physical execution. Allow alternative ways to demonstrate tactical understanding - verbal explanation, drawing tactical diagrams. Provide visual demonstrations of movement patterns repeatedly. Celebrate effort and improvement prominently.

autism spectrum

Provide clear, visual lesson structure showing sequence of activities and timings - reduce anxiety about unknowns. Use consistent routines for transitions between activities. Create quiet zone available if sensory overload occurs - student can take break and rejoin. Provide clear, explicit rules for all activities in visual format. Give advanced warning before transitions: '5 minutes until we move to games.' Use visual tactical planning sheets with structured frameworks rather than blank whiteboards. Allow processing time for tactical questions before expecting responses. Pair with understanding, patient teammate. Celebrate tactical success clearly and explicitly. Minimise unexpected changes to plan - if essential, explain clearly with rationale.

visual impairment

Use brightly coloured balls (yellow or orange high-visibility) and brightly coloured tags for maximum contrast. Provide detailed verbal descriptions of tactical setups and demonstrations. Use buddy system pairing with sighted partner who can provide directional guidance. Reduce playing area size initially to decrease spatial complexity. Use tactile markers (different textured cones) to help identify pitch boundaries. Provide verbal cues constantly during games: 'Ball coming to you, defender on your right.' Allow use of bells or audio cues attached to key players/equipment for tracking. Increase size of playing area markings if partially sighted.

hearing impairment

Ensure student has clear sight line to teacher for all demonstrations and instructions - position at front. Use visual demonstrations extensively - show rather than just tell. Provide written tactical planning sheets with instructions and vocabulary. Use clear hand signals and visual cues for communication during games: thumbs up for good play, specific tactical hand signals agreed in advance. Appoint signing buddy if student uses BSL. Face student when speaking and use clear lip patterns. Provide visual tactical diagrams for planning. Use visual countdown timer for activity transitions. Ensure other students know to use visual communication with hearing-impaired teammate during games.

physical disability

Adapt rules to accommodate mobility: allow seated playing position using hand-touch tags, permit mobility aid use during gameplay with safety considerations, reduce playing area size for limited mobility. Provide alternative roles: tactical coach position where student directs teammates from sideline with full involvement in planning, referee/observer role with specific tactical analysis task, assistant coach role working with teacher. Modify equipment: use lighter/softer balls for limited grip strength, use larger balls for easier handling, modify tag belts for wheelchair attachment. Create mixed-ability teams ensuring physical disability student has integral role. Adjust tactics to utilise student's specific strengths.

general send support

Work closely with SEND coordinator and LSAs to understand individual student needs and appropriate adaptations. Provide advance notice of lesson content so SEND students can prepare mentally. Ensure all students have integral role - no one is passenger or afterthought. Differentiate tactically: some students may focus on one tactical principle while others work on multiple. Celebrate diverse strengths: strategic thinking, communication, encouragement, effort, improvement. Create inclusive teams where all members valued. Use peer support systems carefully ensuring not exploitative but genuinely supportive. Provide multiple ways to demonstrate learning: verbal, written, practical, video analysis. Adjust pace based on individual processing needs. Check understanding regularly through questioning and observation.

social emotional mental health

Build positive relationships - greet student positively, show genuine interest in their tactical ideas. Provide leadership opportunities building confidence and status. Create psychologically safe environment - mistakes are learning opportunities not failures. Allow calm-down breaks if emotions escalating - brief timeout with clear return plan. Use collaborative tactical planning to build social connections with peers. Provide specific praise for positive social behaviours: 'Brilliant encouragement of your teammate!' Monitor competitive pressure - intervene if becoming overwhelming. Teach and model emotional regulation strategies: deep breathing during tactical timeout. Partner with emotionally mature, kind teammates. Celebrate resilience when tactics don't work: 'Great attitude adapting your plan!'

speech and language difficulties

Provide vocabulary cards with technical terms and definitions for reference. Allow alternative communication methods: pointing to tactics on whiteboard, using gestures, thumbs up/down for decisions. Don't put pressure to speak in front of whole class - allow written responses or small group responses. Pair with supportive communication partner. Pre-teach key vocabulary before lesson. Use visual tactical planning frameworks reducing language demands. Accept and value non-verbal communication during games - gestures, pointing. Provide sentence starters for tactical discussions: 'I think we should... because...' Allow extra processing time for questions before expecting verbal response. Focus on demonstrating tactical understanding through actions not just words.

Cross-Curricular Links

English

Communication skills: verbal communication during games develops clarity, volume, specificity of language. Vocabulary development: technical and tactical terminology expands academic vocabulary. Instructional language: giving clear directions to teammates practices instructional writing skills verbally. Listening skills: following instructions and responding to teammates develops active listening. Discussion and debate: tactical planning involves articulating opinions, justifying choices, reaching consensus.

Maths

Spatial geometry and angles: understanding running lines and passing angles creates shapes and angles (45-degree passes, right-angle cuts). Measurement: estimating and measuring distances on pitch develops spatial awareness and measurement skills. Statistics and data: recording tactical success rates creates data for analysis - 'We scored on 3 out of 7 attacking opportunities = 43% success rate.' Patterns and sequences: recognising tactical patterns in play develops pattern recognition skills. Problem-solving: tactical decision-making is applied mathematical thinking.

Science

Forces and motion: understanding acceleration, deceleration, and change of direction involves physics of forces. Body systems: recognising increased heart rate, breathing rate, and temperature during exercise demonstrates understanding of circulatory and respiratory systems. Energy: understanding that the body uses energy during exercise and requires rest and fuel for recovery. Levers: recognising the body uses lever systems (arms extending to catch, legs pushing to run) demonstrates biomechanical understanding. Friction: understanding how footwear grip and surface conditions affect movement.

Computing

Algorithm thinking: tactical planning ('if defence is left, then attack right') follows computational logic structures. Recording and analysing: using iPads to record and review gameplay introduces digital analysis techniques. Data collection: recording tactical statistics develops data handling skills. Problem-solving: systematic tactical problem-solving mirrors computational thinking approaches.

Geography

Spatial awareness: understanding positioning on pitch, using space effectively, recognising empty vs occupied areas develops geographic spatial skills. Directions and orientation: using left/right, forward/back commands develops directional language. Mapping: visualising pitch from above when planning tactics is map-view thinking. Scale: understanding playing area dimensions and how space relates to movement.

PSHE

Teamwork: collaborative tactical planning and gameplay develops cooperation skills essential for life. Resilience: dealing with tactics that don't work, adapting, persevering develops emotional resilience. Leadership: organising teammates, making tactical decisions, encouraging others develops leadership capabilities. Managing emotions: dealing with competitive pressure, disappointment, excitement in appropriate ways. Respect and fairness: playing by rules, accepting referee decisions, shaking hands develops sportsmanship and respect. Communication: expressing ideas clearly, listening to others, resolving disagreements positively.

Teacher Guidance

Positioning

Position centrally during instruction phases for maximum visibility to all students. During multiple game play, continuously circulate between pitches maintaining 360-degree awareness. Stand at edges/corners of playing areas for best sight lines during games. Never turn your back on active play. During skill practices, position to side of demonstration area where you can observe all participants.

Observation Focus

Primary focus on safety: scan for dangerous play, proper technique, fatigue indicators. Secondary focus on tactical application: are taught principles being applied? Tertiary focus on engagement: are all students participating fully? Monitor communication quality during games - indicator of tactical understanding. Watch for leadership emerging. Note exceptional tactical moments for highlighting. Identify students struggling with concepts for additional support.

Intervention Points

Intervene immediately for: unsafe play (improper tagging, aggressive behaviour, dangerous technique), equipment issues (tags falling off, broken equipment), students showing distress or overexertion. Intervene quickly for: tactical coaching opportunities, reinforcing excellent tactical play through brief game pauses, correcting significant technical errors affecting learning. Intervene judiciously for: tactical guidance - balance allowing independent problem-solving with providing necessary coaching support.

Demonstration Notes

Always demonstrate with clear, exaggerated movements so all students can see clearly. Explain what you're doing while doing it: 'Watch how I keep my knees bent...'. Use students as demonstrators when appropriate - builds confidence and provides multiple visual examples. Demonstrate both correct and incorrect technique for contrast (label clearly!). When demonstrating tactics, slow down the action and narrate decision-making process: 'I see space here, so I'm choosing to...' Use freeze-frame technique during demonstrations: move into position, freeze, allow students to observe, then complete action.

Verbal Cues

•'Soft touches!' - reminder for ball handling quality
•'Find space!' - cue for attacking players to position intelligently
•'Together!' - reminder for defensive line to move as unit
•'Talk!' - prompt for increased communication
•'Head up!' - reminder to scan environment not watch ball/feet
•'Hold the line!' - defensive organisation reminder
•'When space?' - prompting tactical question about when to run direct
•'Draw and pass!' - tactical cue for creating opportunities
•'Brilliant tactics!' - positive reinforcement when tactical principles applied well

Safety Considerations

Space & Surface Requirements

Space Requirements

Main playing area minimum 40m x 30m for multiple small-sided pitches, with 3-metre buffer zones between pitches. Indoor sports hall or outdoor grass/artificial turf playing field suitable. Hard surfaces (concrete/asphalt) not appropriate for tag rugby.

Surface Check

Playing surface must be dry, even, and free from hazards (stones, holes, debris). Check for wet/slippery patches if outdoors after rain. If grass, check for adequate length (not too long causing trips, not too short causing abrasion in slides). Ensure no standing water or muddy patches.

Equipment Safety

Safety Checks

•All rugby balls checked for correct inflation - not over-inflated which makes handling difficult and painful
•Tag belts checked for functional velcro and proper fit - too loose will fall off, too tight is uncomfortable
•Tags inspected for wear and tear - replace any with broken velcro or torn material
•Cones checked for sharp edges or damage - replace damaged cones immediately
•iPads/tablets if used kept in safe location at pitch side, not where they can be stepped on or collided with
•Water bottles positioned at edge of playing area where accessible but not trip hazards

Risk Management

Key Risks

•Collisions between students during dynamic gameplay
•Trips and falls during fast directional changes and evasion movements
•Tag-pulling becoming shirt-pulling or grabbing leading to falls
•Overexertion and fatigue leading to poor technique and increased injury risk
•Competitive emotions escalating to aggressive play or poor sportsmanship
•Inadequate warm-up leading to muscle strains during intense activity

Risk Mitigation

•Clear pitch boundaries established and communicated - students understand playing area limits
•Adequate spacing between multiple pitches (minimum 3m) preventing inter-game collisions
•Progressive skill building from controlled practice to full games reducing collision risk
•Proper tagging technique taught and enforced: two hands on tags only, no shirt-pulling, grabbing, or pushing
•Comprehensive dynamic warm-up preparing muscles and joints for activity
•Regular water breaks and intensity monitoring preventing dangerous overexertion
•Clear rules and fair play expectations established at lesson start
•Teacher actively supervising and intervening to prevent dangerous play
•Smaller playing areas for small-sided games reducing running speeds and collision forces
•Appropriate footwear enforced - trainers or boots with grip, no unsuitable footwear

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally with clear sight lines to all playing areas at all times
•During multiple simultaneous games, position allowing 360-degree awareness of all activity
•Active supervision - moving between games, not static observing from one location
•Monitor high-activity/high-collision areas such as try lines where tag attempts concentrated
•Watch for fatigue indicators: heavy breathing, bent-over posture, reduced movement quality
•Observe emotional states - intervene if competitiveness becoming aggressive
•Ensure proper technique maintained throughout - correct poor form immediately
•Monitor vulnerable students (less confident, physically smaller, SEND) ensuring positive experience

Emergency Procedures

Stop signal (whistle) known and understood by all students - everyone freezes immediately when heard. Teacher assesses situation quickly: minor injury (can continue with brief pause), moderate injury (remove from activity for assessment), serious injury (emergency services protocol). First aid kit accessible at edge of playing area. At least one adult with current first aid certification present. For head injuries: immediate removal from activity, full concussion protocol followed, no return to play same session. Incident recorded in school accident book. Parents/carers informed of any injuries requiring attention.